Riverbend Montessori Spring 2018 Newsletter (3)

RIVERBEND
MONARCH
R I V E R B E N D M O N T E S S O R I
S U G A R L A N D , T E X A S
• S P R I N G 2 0 1 8 •

R I V E R B E N D M O N A R C H
CONTENTS
04
F R O M T H E A D M I N I S T R A T O R
A Year in Review
05
H O W T O S L O W D O W N A N D
C H E R I S H T H E M O M E N T
5 Ways to Cherish the Moment
07
A U T H O R ' S T E A
A Riverbend Tradition
08
A B U M P E R Y E A R
Lower Elementary in Review
09
W H A T I S G O I N G O N I N S I D E
O U R B R A I N S
Montessori and the Whole Brain
10
T R A N S I T I O N T O D D L E R
P R O G R A M
A Year of Great Change

R I V E R B E N D M O N A R C H
11
P R I M A R Y 2 I N R E V I E W
Spring Rings in Many New Lessons
12
M I N D F U L N E S S I N T H E
M O N T E S S O R I E N V I R O N M E N T
Mindfulness abounds in Montessori Education
14
T H E B E A U T Y O F H I S T O R Y -
M O N T E S S O R I S T Y L E
Why History Matters
16
W H Y M O N T E S S O R I
The Importance of the Kindergarten Year
17
S T I L L L I F E
An Art Update
18
T H E M O N T E S S O R I
G R E E N H O U S E
A Step by Step Preparation for the Future

A YEAR IN
REVIEW
W I T H A D M I N I S T R A T O R S U S A N H Y L T O N
As we reach the end of another school year, I find
myself reflecting on the events of this year. We
started the year with a Hurricane, record-breaking
floods and tornadoes. As we reached the middle of the
school year, we had the joyous experience of snow, not
once but twice – A Harvey Miracle! The remainder of
the year has been (knock on wood) relatively calm
weather-wise. We have had such an exciting year of
lessons and goings on at the school that it seems that
the whole year has just zoomed by. I look at the
children in Transition, some of whom were only 18
months old when they started and wonder at how
grown up and independent they have become. The
three-year-olds are now starting to read and the
Kindergarteners performed their first right of passage
by presenting their written stories at Author's Tea.
The first graders made a deal with their teacher that
they wanted to be learning division in math before the
end of the year and they have made it! We raised a
record-breaking $6290 for St. Jude’s. Parent’s came
every month for Coffee Workday and helped us prepare
so many materials their hands were starting to hurt.
The Upper Elementary students left the state to visit
Mesa Verde in Colorado and somehow seemed even
more mature when they returned.
It takes a committed community of parents, students,
and teachers to make this all happen. Thank youfor all
you do for our students. We are dedicated to guiding
generations of independent, kind and thoughtful
learners through their early school years and with your
help, we have achieved that mission again this year.
This year in review would not be complete without
saying thank you and farewell to two of our teachers.
Ms. Natasha an assistant teacher in Primary 1 and our
After Care teacher is moving to another part of
Houston. We will miss you and we wish you well in your
new role. Our beloved Ms. Kinnari will be retiring from
teaching this year. Ms. Kinnari has been with
Riverbend for many years and has been a teacher for
over 45 years. She will be sorely missed but luckily, we
will continue to see her as she has agreed to
substitute teach for us next year.
For those who are graduating from our school this year
we wish you well on the next leg of life’s journey. We
hope that Riverbend stays in your heart through all
your years. To those returning next year, we are
looking forward to sharing another exciting year of
Montessori learning. We wish you all a relaxing and
hopefully adventurous summer.
- 04 -

HOW TO SLOW DOWN &
CHERISH THE MOMENT
5 W A Y S T O C H E R I S H T H E M O M E N T B Y
S A L I M A R U P A N I L E A D T E A C H E R P 1
How often do you find yourself sighing
the expression.…”I can’t wait until…?”
When you wake up on a Monday morning
and automatically think, “I can’t wait
until Friday!”
When you feel overworked and think “I
can’t wait until my vacation!”
Many of us have feelings and thoughts
such as these at times. How about when
it comes to your kids? We’ve absolutely
found ourselves saying “I can’t wait until
he reads,” or “I can’t wait until she can
play the piano” or “I can’t wait until
he/she can do this herself!”
Parts of parenting are so unbelievable
and rewarding that you simply cannot
wait for the next milestone. On the
contrary, certain stages of parenting
can be quite demanding and exhausting
that you can't wait for that next
milestone. Trying not to jump ahead can
feel challenging, but those next stages
will come.
However, we may need to remind
ourselves not to rush and take
pleasure in what’s happening “now.”
That age old cliche of “time flies”
certainly will come your way. This
brings us pleading for time to stop
going by so fast! Here’s what we need
to do to slow down and cherish the
present.
Sounds easy enough, right? How?
Here are some ideas to keep in mind...
5 Ways to Cherish the Moment
Focus on your family : Pause and
rejoice! The daily routine of work,
school, and activities can be harsh!
Every day feels like a roller-coaster.
And maybe that’s how it has to be
sometimes…but once those weekends
come around? Those two days are for
family. Try your best not to
overschedule your weekends. Sure, there
is some guilt when you have declined
attending functions, but it’s what you
needed to do as a family to continue
focusing on your present.
Do less: No need to bog down every day
of your week with piano class, soccer ,
swimming, etc. Sure, you will want to do
it – but don’t feel that you “need” to do
them because that’s what everyone else
is doing. If you don’t want to play the
game, don’t play the game.
No need to engage in competitive
parenting: It’s not worth the time or the
stress. There is no reason to be
concerned if your friend’s child is not at
the same level as yours. You be you –
and let your child be him/herself too.
Control the desire to look ahead…just a
bit: Of course there are plenty of
aspects of life that you need to plan, but
focus on the present as much as you are
able to. Your child has just started
- 05 -

eading and now you just can’t wait until
he/she starts reading chapter books.
Your child has just begun
understanding numbers and you cannot
wait until they can count to 100 and do
addition, subtraction and multiplication.
Enjoy the present moment.
Be present physically and emotionally:
In this day and age, it feels like we are
being pulled in a 100 different
directions on daily basis. Am I right?
This may call for a conscious effort to
take a step back. For example, trying
to put the phone down when you are
with your kids, so that you can be fully
present with them. For children “this” is
the moment that is important to them.
Children learn from our example – and
slowing down a bit and cherishing the
“now” is a simple and genuine lesson. If
we’re constantly running around crazy,
our children can pick up on this. Be in
the “now” and let your children feel the
joy of who they are “now.”
IN OUR CLASS
P R I M A R Y 1
We have completed our continent study of Africa
and it’s animals. Spring is filled with many exciting
lessons. The children have learned the parts of an
egg and parts of a flower. We have been learning
about the life cycle of a Frog and will continue
with learning the life cycles of different insects.
We will continue completing our lessons for the
remainder of the school year along with the Art
projects for the Arts Festival in May. Be sure to
mark your calendars for the dates.
Truly it is hard to believe that this school year is
slowly coming to a close. It has been amazing to
see how much these children have grown
throughout the year. They have had a wonderful
year of growth in the Montessori environment. All
the children have put in tremendous efforts
throughout the year and have had a year filled
with great achievements. As a Montessori teacher
I have seen how much they have grown in our
environment and I hope that you as parents have
seen this growth in your child within your own
environment.
- 06 -

AUTHOR'S TEA
A R I T E O F P A S S A G E A T R I V E R B E N D
M O N T E S S O R I B Y M A R C I A E D G A R
Authors’ Tea is one of the many Riverbend traditions. It
is a rite of passage. The students begin in Kindergarten
writing stories. These are written phonetically and
usually about family and trips. Then, as we progress in
the Elementary classes, we discuss the six traits of
writing and how to write a creative story.
In Lower El, we have been busy writing, editing, and
publishing our Authors’ Tea pieces. The children enjoy
this process. Through Lit. Circles and read aloud, we look
for “million dollar words” and figures of speech. Now as
authors, we have an opportunity to create metaphors and
to use the thesaurus for better word choice. The
students share their pieces with the class who provide
constructive feedback. Finally, we publish a polished,
cohesive piece.
At Authors’ Tea, our students dress up and enjoy
refreshments. We make up groups of students from
Kindergarten through Upper El. The students will read
their creative and research pieces to the parents.
Authors’ Tea provides a safe environment to start public
speaking. These groups showcase the development of
both creative writing and research through the
curriculum.
Finally, an anthology of the year’s work is complied and
given to each student. The students love to read all of
the stories! Authors’ Tea is a meaningful Riverbend
tradition.
- 07 -

A BUMPER YEAR
L O W E R E L E M E N T A R Y W I T H M A R C I A
E D G A R
Cultural Lessons is the broad term we use for history,
geography, science, zoology, and botany in the Lower
Elementary classroom. This semester we concentrate on
botany. Each week we investigate a different part of the
plant. The students plant a garden and take care of the
plants. We have had a bumper crop of tomatoes and okra
so far. Our squash plants have many beautiful flowers.
The garden provides the students with a hands-on
application of our botany lessons.
We also focus on science lessons in the spring. After
studying electricity and batteries, we used soil, tomatoes,
lemons, and potatoes to power clocks. With our study of
simple machines, we work with the actual machines giving
the students an opportunity to see the machines at work.
We had light experiments to illustrate the principles we
studied. Magnets are a favorite in the class. It is so
wonderful to see the students articulate the principles
while manipulating the materials.
Finally, this has been an amazing year of mathematicians.
For the first time ever, our third graders have reached
quadruple division of dividends in the millions. Our
second graders have mastered multiplication and are
using the stamp game for division. The first graders are
not to be outdone. They are all on multiplication math
facts and have moved to division with the Golden Beads.
This has been an exciting year! Our students have used
concrete materials to master so many concepts. Hats
off to these incredible students!
- 08 -

WHAT IS GOING
ON INSIDE OUR
BRAINS?
B Y M A R C I A E D G A R
Research on the brain has shown us that there are two
different and complementary ways of processing of
information:
Linear thinking: step by step analysis of the parts which
takes place in the left hemisphere of the brain. Here,
the brain acts much like the computer.
Spatial, relationship thinking: combining the parts to
make the whole occurring in the right hemisphere of the
brain. On the right side, the brain acts more like a
kaleidoscope where you have many small pieces seen as a
whole design.
The conventional education system is left brain oriented.
Facts are memorized. Most of the information is
presented verbally with the teacher leading the
discussion. In the conventional classrooms, there is little
opportunity for the children to use their senses in the
educational process. Unfortunately, these classrooms
provide little or no help for the students to develop right
brain thinking skills which are essential to problem
solving and creativity. If a student only develops left
brain thinking, he has a hidden defect because he relies
on a limited number of strategies, and he is at a
disadvantage when the situation requires a full range of
intellectual abilities.
Two-thirds of the children in the study remembered the theory
a year later. Their achievement was considered impressive as
many thought the subject material was too advanced for
children of this age.
Most Montessori lessons are present in the three ways people
learn:
Auditory: The child hears the teacher giving the lesson.
Visual: The materials provide a visual component to the lesson.
Movement: The child manipulates the materials to learn the
lesson in a concrete manner, not abstractly.
The multi-sensory Montessori lessons allow the child to learn in
a way that is most comfortable and successful for the child. In
addition, these lessons help the child develop skills of using all
of the learning styles.
We have to remember that there are no “right brain” and “left
brain” subjects. Math, for example, involves both sequential and
pattern recognition. We think of music as a “right brain”
creative activity; however, the novice musician hears the piece
as a whole (right brain), but the more astute musician sees the
process in an analytical manner (left brain).
Technology and global demands are changing exponentially.
According to the U.S. Department of Labor, we are preparing
students for jobs that don’t yet exist, using technology that
hasn’t been invented, in order to solve problems we don’t even
know are problems yet. In order for our children to be
successful, we need to prepare them to be comfortable in using
both sides of their brains to problem solve. As we prepare the
Montessori student for his future, we are working to develop his
entire brain.
When lessons are presented verbally and visually, the
students make their own connections between what they
are learning and what they already know and understand.
With lessons involving several senses, the child learns in
the way best for her to learn. These lessons also present
a full and varied repertoire of thinking strategies to the
child.
For example, a UCLA study showed how combining verbal
and visual activities helped students learn. Kindergarten
and Elementary students were taught kinetic molecular
theory using pictures, concrete examples and simple
verbal text. The verbal portion of the lesson was
represented graphically and with concrete examples
familiar to the children.
- 09 -

TRANSITION TODDLER PROGRAM
I N O U R C L A S S W I T H D O R O T H Y
V A L E N C I A
Because of their constant interaction,
the children learn to take responsibility
for themselves and for each other. We
guide them as they learn to get along
with children of different ages and
abilities, to respect each other’s work
and work space and to treat their peers
and teachers with courtesy.
Since the beginning of this school year,
I speak as I demonstrate basic sign
language such as “help, please, thank
you, water, drink, mommy, daddy, hurt,
walk, sit, and gentle” to each child.
Today, I am proud to see the children
ask for help or for water and sign it to
me using “help please” and “water
please”. I have seen where one child
tells another child to walk in the
classroom and uses the sign language
as speaking it. These are just a few
examples.
A few simple ways to create and help at
home are to practice nonattachment to
belongings, rotate possessions such as
toys, and be mindful with chosen toys
such as puzzles and books.
Independence is a virtue and can be
achieved given lots of patience. It’s
amazing watching the children want to
do on their own and to listen to their
excitement at their accomplishments.
- 10 -

IN OUR CLASS
PRIMARY 2
W I T H S A R A C H A R A N I A
After a long cold winter, spring is finally
here with beautiful greenery and blooming
flowers all around. As the new year started,
we learned about the Solar System and
studied the history behind Martin Luther
King day. Kids researched about Antarctica
animals and made booklets on Money. We
celebrated the fun-filled Discovery Day
learning about different continents and it’s
cultures, tasting delicious food and making
fun and exciting crafts. Hope all the
parents and kids had a wonderful time.
February came along with making beautiful
cards for Valentines as well as learning
about the Presidents of United States of
America. We made a map and learned about
animals of Asia, parts of an Armadillo,
Cactus, and Camel. We also celebrated
Mardi Gra by decorating masks and having a
parade. For Chinese New Year, we are
thankful to parents who came in and
introduced us to Chinese words and how
new year is celebrated in China with gifts.
It was a joy seeing kids dressed up for Go
Texan Day as cowboys and cowgirls and
enjoy nachos and queso.
Spring began with the month of March, all
children and parents participated in St.
Jude’s Trike-A-Thorn. We thank all the
children and parents that contributed and
raised money for such a great cause.
Kindergartners researched about animals in
Africa, and land forms. Kids also learned
about parts of the earth, parts of a bird,
parts of a frog and it’s life cycle, parts of a
flower, and food pyramid. Kindergartners
started preparing and practicing for
Author’s tea. The month of March ended
with exciting egg hunt for Easter and
Spring party. For the month of April we did
parts of an egg, parts of a chick and parts
of the earth. The Kindergarteners wrote
about how they can change the world and
make it a better
place with beautiful
illustrations. They also learned
about the life cycle of a
butterfly and prepared arts and
craft for the upcoming Arts
Festival. We have had an
amazing year and look forward
to starting another year with a
lot of positive energy and fun
activities.
- 11 -

MINDFULLNESS
IN THE
MONTESSORI
ENVIRONMENT
B Y S U S A N H Y L T O N
Recently the teachers and staff of Riverbend Montessori
had an opportunity to attend training on Mindfulness in
the Montessori Environment. During the daylong session,
we were able to learn a number of mindfulness practices.
What struck me as the day progressed were the inherent
similarities between mindfulness practice and that of
Montessori education.
Central to both mindfulness practice and Montessori is
concentrated attention. Dr. Montessori believed that
concentration led to what she called “normalization”
which is when a psychologically healthy state is achieved.
In the classroom, that state is observed when a child is
being constructive and kind in their behavior. When a
child is routinely engaged in focused work they will be in
a normalized state.
In our classroom, students are given lessons on how to
interact with and move in their environment. Children are
shown how to walk carefully and to not run or skip in the
classroom. They carefully bring a rug to the floor to
work and are asked not to walk over another’s rug.
Children learn how to set up their own work and when
finished how and where to restore it. These are not
simply good classroom management techniques but rather
these are life skills of grace and courtesy. The children
are learning how to be mindful of their actions.
Bringing attention to the tasks of everyday living is
another important aspect of mindfulness practice. And
so it is in the Montessori classroom. The work of
practical life is found throughout the school. Toddlers
learning to sweep up crumbs and clean their dishes.
Primary children polishing brass and scrubbing tables and
older children tending to their gardens throughout the
year are but a few examples. In conventional school
environments, there is precious little opportunity to turn
away from abstract academic pursuits.
In our classrooms, we have what are called "uninterrupted
work periods" that support the development of deep and
sustained concentration. Children have enough time
during the work period to absorb fully the knowledge
made available to them in various pieces of work. In a
conventional school environment, you typically have
shorter periods of work driven by the external stimulus
of the teacher. (Lillard, 2011)
The sensory environment of a Montessori school is very
much like the particular attention paid to sensory
experience in mindfulness practice. Our toddlers and
three-year-olds spend a great deal of time learning to
differentiate between smells, colors, tastes, sounds, and
textures. We even play a game called “The Silence
Game”. When the teacher chimes her bell, the entire
class will become silent with the aim of becoming fully
aware of their surroundings. When the teacher again
chimes her bell, the students will discuss what they
experienced and heard. Another game called “Walking the
Line” requires the child to turn their concentration
inward and to become aware of their body in relation to
the environment.(NAMC, 2012)
- 12 -

In Montessori school, we give many of these
opportunities because we know that we are giving a child
the possibility of completing a practical activity
important to their daily lives. These practical activities
involve goal setting, planning, execution and the
development of focus, all important life skills.
In addition, our use of stories can be seen as having
direct links to mindfulness practice. In the elementary
classroom, the use of stories abound. The year starts
with an explanation of the “5 Great Stories: The birth of
the universe, the beginning of life on earth, the beginning
of humankind and the invention of symbols and math.”
(Lillard, 2011) The underlying point of these stories is to
demonstrate to students the interconnectedness of all
things. An important concept in mindfulness practice.
Mindfulness in the Montessori environment not only helps
to develop the executive functioning of a child but helps
the child to learn life skills that will take them well
beyond the classroom and into the adventure that is life.
Works Cited
Lillard, Angeline S. “Mindfulness Practices in Education:
Montessori’s Approach.” Mindfulness 2.2 (2011)
NAMC Montessori Teacher Training Blog, Website,
05/18/2012
- 13 -

THE BEAUTY OF
HISTORY -
MONTESSORI STYLE
W H Y H I S T O R Y M A T T E R S B Y K I M
N E S S L E R - L E A D T E A C H E R U P P E R
E L E M E N T A R Y
Maria Montessori developed a curriculum that would put children in touch
with a global view of the past and that would allow them to shape the
future.
Why should our children of today study and learn about the past?
According to the American History Society, history needs to be studied
because it is essential to individuals and to society, and because it
harbors beauty. (Peter N. Stearns, Historians.org)
Like any subject, history makes sense when taught in chronological order.
In the Montessori classroom, history begins with the creation of our
universe. Information presented to students must have personal meaning
in order for their long-term memory to be struck. The student must be
able to feel the significance of past events and put them into a
meaningful context for his/her own life. The goal of the Montessori
history curriculum is to inspire students to see themselves as an
important participant in the unfolding of humankind. By understanding
the past and feeling significant in the present, Dr. Maria Montessori
believed that students would be prepared to make their conscious
contributions to the world.
After learning about the history of our universe, life on our planet, history
of humans and then the development of their language, history,
Montessori style, gives students a glimpse into how different cultures
have made contributions to different subjects over time. Students are
then able to see in a direct way how people from different cultures and
perspectives play a unique role in the development of something we all
use every day. A student in a Montessori classroom has the opportunity
to investigate the people of ancient times as well as modern peoples
around the world. This also allows students to process the logic behind
the history.
Each year in the Upper Elementary classroom, we focus on a civilization in
great detail. This year we have studied and will by studying more about
the Pueblo Native Americans. We have already examined authentic
artifacts to learn about the Pueblo’s past as well as learning about certain
springtime rituals that modern Pueblos still practice today.
- 14 -

This April, our classroom lessons
came to life. The Riverbend
Montessori Upper Elementary class
travelled to Cortez, Colorado to
experience Pueblo and Native
American culture for five days.
They brought their studies of
early civilizations to life as they
immersed themselves in hands-on
learning. We analyzed artifacts
dating back to 5500 B.C. These
artifacts show they have traveled
through an archaeological timeline
that tells a story about the
amazing Pueblo Indians that once
flourished in the Southwestern
United States. The students
learned about and saw rock art.
We learned the difference
between pictographs and
petroglyphs and how valuable a
tool rock art is to answering
questions about our past. We
spent a day at Mesa Verde National
Park exploring the awe-inspiring
Pueblo villages and pit houses that
once thrived within the canyons
and rock alcoves of the area.
Archeologists guided us on hikes
inside the Canyon of the Ancients
to learn more about the different
ruins that still stand today. We
participated in an authentic
archeological dig to look for
artifacts. A Navajo guided us
through the process of making
authentic pottery, an art that is
still practiced today. We will be
bringing our pieces of pottery
home with us to display at our
annual Riverbend Art Festival at
the end of the school year. This
trip is made possible thanks to our
Riverbend community. Our
successful hot lunch program is
helping to fund each Upper
Elementary student. Thank you to
all that participate!
- 15 -

WHY
MONTESSORI
E X C E R P T F R O M W H Y M O N T E S S O R I
F O R T H E K I N D E R G A R T E N Y E A R ?
R I T T E N B Y T I M S E L D I N W I T H D R .
E L I Z A B E T H C O E
Every year at re-enrollment time, parents of four-almostfive-year-olds
are trying to decide whether or not they
should keep their sons and daughters in Montessori for
kindergarten or send them off to the local schools. The
advantages of using the local schools often seem obvious,
while advantages of staying in Montessori are often not
at all clear. When you can use the local schools for free,
why would anyone want to invest in another year's
tuition? It is a fair question, and it deserves a careful
answer.
So here are a few answers to some of the questions
parents often ask about Montessori for the kindergarten
age child. In a nut shell, what would be the most
important short-term disadvantage of sending my fiveyear-old
to the local schools?
estimated by both parents and educators. Research is
very clear that young children learn by observing and
manipulating their environment, not through textbooks
and workbook exercises. The Montessori materials give
the child concrete sensorial impression of abstract
concepts, such as long division, that become the
foundation for a lifetime understanding.
The five year olds in Montessori classes often help the
younger children with their work, actually teaching
lessons or correcting errors. Anyone who has every had
to teach a skill to someone may recall that the very
process of explaining a new concept or helping someone
practice a new skill leads the teacher to learn as much, if
not more, than the pupil. This is supported by research.
When one child tutors another, the tutor normally learns
more from the experience than the person being tutored.
Experiences that facilitate development of independence
and autonomy are often very limited in traditional
schools.
Most public kindergarten classes have a much lower set
of expectations for five-year-olds than most Montessori
programs, this severely cuts into the learning that could
occur during this crucial year of their lives.
The Montessori student’s understanding of the decimal
system, place value, mathematical operations, and similar
information is usually very sound. With reinforcement as
he grows older, it becomes internalized and a permanent
part of who he is.
Montessori is an approach to working with children that
is carefully based on what we've learned about children's
cognitive, neurological and emotional development from
several decades of research. In a primary classroom,
three and four-year-olds receive the benefit of two years
of sensorial preparation for academic skills by working
with the concrete Montessori learning materials. This
concrete sensorial experience gradually allows the child
to form a mental picture of concepts like how big is a
thousand, how many hundreds make up a thousand, and
what is really going on when we borrow or carry numbers
in mathematical operations.
The value of the sensorial experiences that the younger
children have had in Montessori have often been under-
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STILL LIFE
M A R T H A A T W O O D U P D A T E S U S O N
R I V E R B E N D A R T C L A S S E S
The art classes, in spite of so much going on this semester, have managed
to come up with a varied art collection.
We have talked about how many artists incorporate the weather and the
different seasons in their paintings. The children painted their own
versions of the seasons. They painted beautiful sunsets, calm seas, and
stormy oceans, some with watercolors, pastels, and acrylics.
The children also enjoyed painting all kinds of animals, farm animals,
jungle animals and as always birds.
The lower elementary class had a biology lesson on the anatomy of a fish.
We included that lesson and used a beautiful real fish to make prints on
rice paper.
The kindergarten classes have also been doing animal paintings, some with
watercolors. They have also started using acrylics. They painted
elephants, rabbits, and butterflies.
- 17 -

THE MONTESSORI GREENHOUSE
E D W A R D F I D E L L O W
A concern of parents is that a
Montessori environment is too
protective, that children may not be
prepared to face the real world.
After all, a Montessori environment
is made for the child, (the real world
isn’t.) Everything in the environment
is child size. Again, the real world is
made for adults. A Montessori
environment is constructed for the
child to succeed – the real world
doesn’t care.
So, is the Montessori environment an
effective preparation to learn to
swim in the real world or are children
better off to be thrown into the deep
end? A Montessori education is
designed to master the deep end –
but not today! It is designed to step
by step to prepare (and help create)
the future adult to master all the
challenges of adult responsibility.
The environment affords the
protection for the child to safely
build the adult they will become. The
child will build the adult out of real
successes gained day by day and
processes learned and mastered in
navigating the intricacies of
interpersonal relationships and task
management. It is often said in
Montessori that a child’s work is his
play and the irony is that when a
Montessori child enters the adult
world his work does become like child
play because he or she has already
spent the formative years mastering
the tools of the deep end. The child
knows how to set priorities; how to
follow a plan; how to work with
others; how to work through
mistakes; how to develop initiative
and countless other adult tools.
As equally important as the tools are,
so are the emotional building blocks
the child is adding to his or her life
of the adult that will emerge. Blocks
like confidence and competence are
invaluable. Blocks like the
satisfaction of working through a
problem and the understanding that
you can just about conquer any
problem you encounter if you don’t
give up. As successful as a
Montessori education might be
intellectually, its emotional
components are far more powerful.
Those emotional components only
grow in the protected environment
where making mistakes is not
branded as failure but only interim
steps on the way to success.
Finishing what you start (not going
seventy percent of the way and
quitting or being satisfied with less
than your best) can only happen in
the supportive environment of a
Montessori education.
As parents we need to be mindful
that what we see happening in our
children are the underlying
preparations that are being
constructed in our children because
of the Montessori education. The
iceberg of your child’s potential and
ability is hardly visible but the bulk
of it is being constructed (and
growing) under the surface day by
day in the protected environment of
the classroom. Far more is being
constructed than can be seen
without the eye of time when it will
come to fruition.
- 18 -

THE MONTESSORI GREENHOUSE
C O N T .
Montessori is certainly a green
house. No one plants their tomato
plants outside in the deep of winter.
Our Montessori seeds are lovingly
planted and tended where the roots
go down and the stalk grows up
strong until the young fledgling plant
has the strength to grow and thrive -
in the real world.
- 19 -

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